TUGAS MIAD 6

Tugas Matematika dan Ilmu Alamiah Dasar

Pertemuan ke-6

Nama                   : Salsabila

Kelas/NPM : 1PA12 / 16516784

1.      Jurnal dalam Bahasa Indonesia.

Pengaruh Persepsi Mahasiswa tentang Berita-berita Kriminal di Televisi terhadap Kecemasan yang Ditimbulkannya.

a.       Link:

http://jurnal.psikologiup45.com/wp-content/uploads/2007/10/Jurnal-Psikologi-vol-6-2010c-.pdf

b.      Tujuan:

Untuk mengetahui hubungan antara persepsi terhadap berita kriminal di televisi dengan kecemasan pada remaja.

c.       Manfaat:

Sebagai masukan bagi para pemerhati pendidikan, guru, dan orangtua untuk lebih menjaga anak didiknya agar tidak terkena dampak negatif tayangan televisi.

d.      Metode:

Penilitian ini menggunakan dua variabel, yaitu variabel tergantung dan variabel bebas.

Variabel tergantung          : kecemasan remaja setelah menonton berita kriminal di televisi

Variabel bebas                   : persepsi terhadap berita kriminal di televisi

Dan juga penelitian ini menggunakan teknik wawancara dan observasi.

e.       Subjek:

Penelitian ini menggunakan uji coba terpakai pada 60 subjek mahasiswa.

f.       Hipotesis:

Adanya hubungan yang positif antara persepsi terhadap berita kriminal di televisi dengan kecemasan remaja.

g.      Hasil:

Hasil menunjukkan bahwa adanya hubungan antara persepsi mahasiswa dengan kecemasan yang melandanya setelah individu menonton tayangan berita kriminal di televisi. Semakin buruk persepsinya terhadap suatu berita kriminal, maka individu semakin merasa cemas setelah menonton tayangan berita kriminal di televisi.

2.      Jurnal dalam Bahasa Inggris.

The Benefits of Embedded Question Adjuncts for Low and High Structure Builders

a.       Link:

http://psych.wustl.edu/learning/documents/callender.mcdaniel.pdf

b.      Objective:

The present study investigated the role of individual differences in comprehension in determining the benefits of embedded questions on the learning and retention of content of educational texts.

c.       Method:

Participants were brought into the lab and were provided with an informed consent form to sign. Participants then took Gernsbach- er’s MMCB. At the end of the test, each participant was assigned to reading condition (read twice control, embedded questions, or EI questions) according to reading ability so that there were equal numbers in each of the conditions. Participants in the control group were instructed to read through the text two times.  Participants in the experimental groups were instructed to read through the text and to answer each question as they reached it in the text. All participants were timed, however they were told to take as much time as needed and to not rush through the text. Upon completing the reading, they were distracted with math problems for 2 min. They were then presented with the criterial tests. They were instructed to answer the application items first, then the multiple choice, and last to do the  concept  ratings.  Participants  were  then debriefed and dismissed. The session lasted for approxi- mately 1.5 hr.

d.      Result:

There was no effect of EI for either target or nontarget questions for high ability readers.

e.       Conclusion:

The finding that embedded questions are not beneficial for high structure builders (and even penalize them for nontargeted information), but produce gains for low structure builders,  underscores  the  importance  of  considering  individual differences when implementing embedded question adjuncts.